Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6845817 | Learning and Instruction | 2015 | 10 Pages |
Abstract
The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder.
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Developmental and Educational Psychology
Authors
Kristina Moll, Margaret J. Snowling, Silke M. Göbel, Charles Hulme,